Alief ISSN Feb 1 slides

Editor's Notes

• #6: Asia Society is the leading global and pan-Asian organization working to strengthen relationships and promote understanding among the people, leaders, and institutions of the United States and Asia. We seek to increase knowledge and enhance dialogue, encourage creative expression, and generate new ideas across the fields of arts and culture, policy and business, and education.
• #11: School development organization Began in 2003 34 schools in seven states Mission: to develop college-ready, globally competent high school graduates
• #18: Today, more than ever before, the global is part of our everyday local lives. We are linked to others on every continent: Socially through the media and telecommunications Culturally through movements of people Economically through trade Environmentally through sharing one planet Politically through international relations systems of regulation ~Oxfam’s Education for Global Citizenship: A Guide for Schools
• #21: Globalization of the economy Cultural diversity and the need for global citizens Issues of global significance Almost all our challenges have an international dimension: health, global warming, energy/water, immigration, terrorism Our security is intertwined with our understanding of other cultures World languages and cultural knowledge are essential Schools need to prepare students to To deal with more rapid change than ever before For jobs that have not yet been created To use technologies that have not yet been invented To solve economic and social challenges that we do not yet know will arise ~Angel Gurria, OECD Secretary General, “Foreward” PISA 2009 Results
• #30: Investigate the World: Students investigate the world beyond their immediate environment Recognize Perspectives: Students recognize their own and others’ perspectives Communicate Ideas: Students communicate their ideas effectively with diverse audiences Take Action: Students translate their ideas into appropriate actions to improve conditions
• #50: A process to produce and assess student work in relation to a set of performance outcomes and rubrics that demonstrate college readiness and global competence in: 6 Core Subject Areas Interdisciplinary Coursework Aligned with Common Core & State Standards
• #51: How the GPS Works As you can see from the Graduation Performance System Overview (resource), GPS implementation happens within the academic disciplines, aligned with Common Core State Standards and the Keys of College/Career Readiness, and it can be applied in interdisciplinary ways too. The GPS performance outcomes and rubrics are the foundation, providing a definition of “what success looks like” by delineating the knowledge, skills, and dispositions students need to be college-ready and globally competent. There are seven sets of GPS performance outcomes in the six core disciplines and one set of cross-cutting performance outcomes in global leadership. All GPS performance outcomes are organized using the four domains of global competence: Investigate the World, Recognize Perspectives, Communicate Ideas, and Take Action. The GPS performance cycle (in the middle) is at the heart of the GPS, [CLICK TO ANIMATE] providing a research-based curriculum design, [CLICK TO ANIMATE] implementation, [CLICK TO ANIMATE] and assessment cycle focused on explicit and intentional planning for effective learning for all students. The GPS performance cycle is a series of continuous processes that repeat across the curriculum, and the cycle happens during in-school and out-of-school time through afterschool and summer programs. [CLICK TO ANIMATE] The GPS portfolio (grey box) contains the student work that results from multiple performance cycles across all courses and learning experiences, which can certify that the student is both college-ready and globally competent by graduation (final orange box). Implementing the GPS across the curriculum and across grade levels results in student portfolios that demonstrate mastery of both college and career readiness and global competence by graduation. Thus, the GPS provides an opportunity to not only chart student growth and proficiency in relation to individual performance outcomes, but also in relation to the full set of performance outcomes that define global competence overall.
• #52: [7 of 7 slides] [Whole graphic in motion]. I hope you can now see why we consider the GPS Performance Cycle to be the heart of the GPS. It pairs the concept of scaffolded instruction with the concept of multiple opportunities to succeed at a summative assessment that opens the door to more learning, rather than closing the door on a subject.  
• #70: Student ChoiceAre there options for students to make choices about content, process, and/or product within this task? AuthenticIs this task asking students to do something adults do in the “real world”? GlobalHow are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action? Public Exhibition of LearningHow will students have the opportunity to present their learning to an authentic audience?